How have you been using the results of the assessments you've used to improve how you teach and what students learn? What strategies has your CT suggested for providing students with guidance before they do the assignment to improve their performance? What about after the assignment?
Before each assignment or task, I model an part of the activity so students know exactly what to expect. If there are directions, I allow the students to read the directions on their own and then I answer questions as well or clarify any confusion. In addition, before allowing students to get started, I explain to the class my high set of expectations for this task whether it is how the lab questions are answered, when they are to be turned in, the procedure or classroom clean up etc.
During the middle of an assessment, I often walk around the classroom and use body language (whether its a thumbs up or a shake of the head) to help understand my students needs. They have been accustomed to telling me how they are doing through the discrete use of body language!
After garding formative or summative assessments, I often reflect on what questions or tasks did most students have trouble with and what questions that everyone succeeded to use as indicators as to what level of comprehension the students have for a concept or topic. Then I often revise my work right away for either the next class period to use or for future use.
Finally, after each lesson, I assess my own lesson and work. Based on student reaction, student understanding through questioning I am able to tweek the lesson if needed. I have had conversations with my CT about the evaluation of my work and the students work. I know when and how to fix all lessons as soon as I see a weakness in each.
Before each assignment or task, I model an part of the activity so students know exactly what to expect. If there are directions, I allow the students to read the directions on their own and then I answer questions as well or clarify any confusion. In addition, before allowing students to get started, I explain to the class my high set of expectations for this task whether it is how the lab questions are answered, when they are to be turned in, the procedure or classroom clean up etc.
During the middle of an assessment, I often walk around the classroom and use body language (whether its a thumbs up or a shake of the head) to help understand my students needs. They have been accustomed to telling me how they are doing through the discrete use of body language!
After garding formative or summative assessments, I often reflect on what questions or tasks did most students have trouble with and what questions that everyone succeeded to use as indicators as to what level of comprehension the students have for a concept or topic. Then I often revise my work right away for either the next class period to use or for future use.
Finally, after each lesson, I assess my own lesson and work. Based on student reaction, student understanding through questioning I am able to tweek the lesson if needed. I have had conversations with my CT about the evaluation of my work and the students work. I know when and how to fix all lessons as soon as I see a weakness in each.